The Effect of Multiform 3D Virtual Space Construction on the Contextual Experience of <i>Wanfutai</i>

Abstract In fields such as pedagogy, psychology, and sociology, constructing a meaningful context is considered essential to exploring experiential modes. This study employs 3D virtual scene construction and virtual roaming technology, grounded in contextual learning theory and Lefebvre's spatial theory, to create multiform 3D virtual spaces for learning and experiencing the cultural heritage site Wanfutai. These spaces include material form space (MFS), cultural form space (CFS), and psychological form space (PFS). Through a desktop virtual engine system, users can explore the multiform 3D virtual space from a first-person perspective, learning about the appearance, internal structure, and cultural characteristics of Wanfutai. To investigate users' learning effects and their cognitive, affective, and behavioral performances, this study conducted a teaching experiment with 120 students, who were equally divided into three groups. Each group participated in one form of 3D virtual space experience (MFS, CFS, PFS) and underwent pre- and post-experiment assessments. Additionally, three questionnaires were administered to evaluate their performances. The experiment results showed that all three forms of 3D virtual space enhanced learning effects. The cognitive outcomes mirrored the learning effects. However, the affective and behavioral levels of the three showed distinct patterns. The study found that the multiform 3D virtual space system not only popularizes relevant knowledge but also enhances understanding, increases interest, and stimulates exploration. Therefore, it is an effective method to promote the protection and dissemination of cultural heritage sites.